1º Primaria

Teaching programme ByME Social Science 1
ByME
Social Science 1
SYLLABUS
Area: Ciencias Sociales (English)
Stage: Primary Education
UNIT 1 My School
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
School. Organisation, the class,

classmates, materials, spaces.
Understand the basic roles and responsibilities of

the members of the educational community.
Identifies the members of the

educational community and describes
and respects the tasks they carry out.
Knows and respects the rules of the
classroom.
Values belonging to different social
groups: school and class.
Knows different elements of the
school: places, objects, materials and
subjects.
Looks for, selects and organises
information, analysing it and drawing
conclusions. Reflects on the process
followed and reports on it orally.
Introduction to scientific knowledge

and its application in the Social
Sciences. Collect relevant
information using different sources
(direct and indirect).
Develop strategies to organise,
memorise and remember
information obtained through
different methods and from
different sources.
Obtain specific and relevant information, using

different sources.
Develop a capacity for hard work and show

perseverance while studying.
Performs academic tasks in a

responsible and effective manner.
Uses vocabulary correctly in the
presentation of their work.
Expresses orally, carefully and clearly,
contents related to the subject area.
KEY
PAGES
COMPETENCES
SOC, LIN
7,8
SOC
9,10,13
SOC
12
SOC
7-11
LTL, LIN
14,15
LTL, LIN
14-15
LTL, LIN
15
LIN
15
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Team-building strategies.
Develop a cooperative and adaptive attitude,

recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
Develops a cooperative and adaptive

attitude, recognising merit in others
ideas and responding to situations with
intuition, an open mind and flexibility.
Correct use of different materials.
Use the materials in a suitable way.
Friends.
Recognise belonging to different social groups

(family, school, group of friends, etc.),
appreciating its particular characteristics.
Participate in group activities appreciating the
norms of coexistence.
KEY
PAGES
COMPETENCES
LTL
7,15
Participates effectively and

LTL, SOC
constructively in daily life and develops
strategies for conflict resolution.
10,12,13
Identifies and uses the correct code of

conduct for their environment.
9,10,12,13
Uses the materials in a suitable and

careful way thereby keeping them in
good condition.
Values their belonging to different
social groups (family, school, group of
friends, etc.) recognising its particular
characteristics.
Participates in group activities in
school (games, conversations, etc.)
LTL, SOC
10
LTL, SOC
12,13
LTL,SOC
10,11,12,13
Respects their classmates and the

norms established in the class.
LTL, SOC
12,13
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
PAGES
COMPETENCES
SOC,AUT
6-15
Techniques for Intellectual work.

Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social
Science publications.
With help, plan and manage simple
projects, showing independence and
initiative in order to achieve
objectives.
Employ techniques appropriate to intellectual

tasks; produce work and make presentations both
individually and as a group, involving search,
selection and organisation of texts of a social,
geographical or historical nature, while showing
autonomy and collaborative skills.
Develop creativity and initiative improving their
capacity to acquire information and ideas and
present innovative conclusions.
Conflict resolution strategies: use of

rules and appreciation of peaceful
and tolerant coexistence.
Rights and obligations
Recognise cooperation and dialogue as a way to

avoid and resolve conflicts, encouraging
democratic values.
Produces work and makes

presentations both individually and as
part of a group, participating in the
search, selection and organisation of
texts of a geographical, social and
historical nature.
Shows self-confidence, personal
AUT,LTL
initiative, curiosity, interest and
creativity in the learning process.
Shows independence in the planning
AUT,LTL
and carrying out of simple actions and
shows initiative when taking decisions.
Values cooperation and dialogue as a
SOC
way of avoiding and resolving conflicts.
Identify rights and obligations in the context of the Identifies their rights and obligations in SOC
school.
the context of school.
14,15
14
12
9,10,13
UNIT SUMMARY
Make a difference
This first unit about school enables pupils to ease back into a new term after
the long summer holiday. New pupils to the school will have opportunities
to explore and talk about their new setting.
The Make a difference page in this unit links what we do in school with
what we do outside school. In the pairwork activity the pupils review the
activities they need to do to get ready for school by listening to a chant
and drawing pictures.
Pupils will learn what it means to be part of a school as each lesson deals
with a different aspect of school life. Pupils will consider not only the
subjects that they study and the materials they need for those subjects, but
they will also recognise the roles that different school staff play. They will
reflect on their own role within the school and the importance of respecting
school property and helping classmates.
Pupils will consolidate their vocabulary for classroom objects and materials
from previous learning experiences. This should help pupils feel comfortable
with the topic and help them deal with new language more confidently.
VALUES AND ATTITUDES

In this unit the pupils will understand the importance of looking after the
places and objects around us at school. They will understand that good
behaviour includes not only being tidy and organised but also being kind and
helping others. Throughout the unit, try to encourage pupils to think about:
What we can do to keep our classroom tidy.
How we can be organised.
How we can be a good friend.
5
UNIT 2 My home
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The family. Family types and

relationships.
Recognise the basic family relationships. Express

their understanding and appreciation of
belonging to a family with its own characteristics
and belonging to a particular social group, in this
case a family. Names and surnames.
Identifies family relationships and

understands the different family roles.
The home.

Understand the social organisation of their close

surroundings: the home.

different sources.

KEY
PAGES
COMPETENCES
SOC
24,25,26,27
Understands belonging to a family with

its own particular characteristics.
Values belonging to certain social
groups (family, school, group of friends)
and recognises its characteristics.
Respects the norms established in the
family.
Identifies different types of home and
can describe each one of them orally.
Knows and can describe orally the
different elements of the home:
SOC
24,27
SOC
24,27
LTL,SOC
25,26,27
MST, LIN
21
MST, LIN
19-23
MST,LIN,LTL
26,27

LTL
26,27
CONTENT
different sources.
Use of different text types and

graphic languages.
EVALUATION CRITERIA
LEARNING STANDARDS

recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
Obtains, analyses and adapts the information

received from a variety of different textual and
graphic formats.
With help, plan and manage simple Develop creativity and initiative improving their
projects, showing independence and capacity to acquire information and ideas and
initiative in order to achieve
objectives.
KEY
PAGES
COMPETENCES
LTL,LIN
26,27

LTL;SOC
19,25,26,27

LTL,SOC
25,26,27

LTL,SOC
25,26,27
Analyses information related to the

AUT, LTL
subject area and handles images, tables,
graphs, schemes and summaries using
both traditional supports and
Information and Communication
Technologies.
AUT,LTL
AUT,LTL
26
26,27
26,27
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

structuring the information received.
Reading techniques for Social
Science publications.
rules and appreciation of peaceful
and tolerant coexistence.
Rights and obligations.

tasks; produce work and make presentations
both individually and as a group, involving search,
avoid and resolve conflicts, encouraging
democratic values.

historical nature.
Values cooperation and dialogue as a
way of avoiding and resolving conflicts.
Identify rights and obligations in the context of

the family.
Identifies their rights and obligations in

the context of the family.
KEY
PAGES
COMPETENCES
SOC,AUT
18-27
SOC
27
SOC
25-27
UNIT SUMMARY
In this unit your pupils will learn about what makes up a home. They will
study the internal parts of a house with its room distribution and furniture,
and also the external parts of a house.

This unit develops the concept of helping others and being tidy from the
previous unit. It will raise awareness about helping at home and the
household jobs pupils can do. Throughout the unit, try to encourage pupils
to think about:
Pupils will consider who they live with in the home. They will review the
names of family members and understand how we can help each other with
household jobs.
What we can do to help out at home.

How we can be kind to family members.
There is a lot of vocabulary in the unit. Pupils will have used some of the
vocabulary orally in previous learning situations but may be unfamiliar with
its written form. It is important to support new language visually and
provide opportunities for pupils to familiarise themselves with the written
words.
Make a difference
The Make a difference page aims to make pupils aware of the importance of
behaving well and being kind to other family members in the home. The
pairwork activity encourages pupils to draw and talk about their family to
classmates. Pupils can also be encouraged to bring in family photos.
TERM 1 Work together

rules and appreciation of peaceful and
tolerant coexistence.

avoid and resolve conflicts, encouraging democratic
values.

Sciences. Collect relevant information
using different sources (direct and
indirect).
memorise and remember information
obtained through different methods
and from different sources.

different sources.
Values cooperation and dialogue as a way

of avoiding and resolving conflicts.
Appreciates the classroom assembly as an
opportunity to air grievances and resolve
conflicts.
SOC
30,31
SOC
30,31
MST,LIN,LTL 30,31

Performs academic tasks in a responsible

LTL
and effective manner.
LTL,LIN
LTL;SOC
recognising merit in others ideas and responding to attitude, recognising merit in others ideas
situations with intuition, an open mind and flexibility. and responding to situations with intuition,
an open mind and flexibility.
10
30,31
30,31
30,31
Participates effectively and constructively

in daily life and develops strategies for
conflict resolution.
LTL,SOC
30,31

LTL,SOC
30,31
Use of different text types and graphic

languages.
Obtains, analyses and adapts the information

received from a variety of different textual and
graphic formats.

initiative in order to achieve objectives. present innovative conclusions.

Elaboration of schemes and summaries,
memorising and structuring the
information received. Reading
techniques for Social Science
publications.
Employ techniques appropriate to intellectual tasks;

produce work and make presentations both
individually and as a group, involving search,
Identify rights and obligations in the context of the
family.
11
Analyses information related to the subject

area and handles images, tables, graphs,
schemes and summaries using both
traditional supports and Information and
Communication Technologies.
Shows self-confidence, personal initiative,
curiosity, interest and creativity in the
learning process.
Shows independence in the planning and
carrying out of simple actions and shows
initiative when taking decisions.
Produces work and makes presentations
both individually and as part of a group,
participating in the search, selection and
organisation of texts of a geographical,
social and historical nature.
AUT, LTL
30,31
AUT,LTL
30,31
AUT,LTL
30,31
SOC,AUT
30,31
Identifies their rights and obligations in the SOC

context of the family.
30,31
UNIT 3 Where I live

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The street: characteristics and

elements.
Correct behaviour in the street and
road safety.

surroundings: the street.
Respect the basic rules of pedestrians and users
of public transport. Observe and recognise street
elements essential for a pedestrian.
Identifies and names the different

elements in the street.
Knows and respects the norms of road
safety and uses them as a pedestrian
and as a user of different means of
transport.
Establishes routes on a simple plan of a
town or city, and understands the
concept of a safe route.
Identifies and interprets the traffic
signs necessary to ensure safety when
walking in the street: traffic lights,
pedestrian crossing, etc.
Lists certain characteristics of towns
and villages.
Understands some differences
between towns and villages, knows the
elements of towns and cities and
knows the idea of a neighbourhood
and where they live.
Recognises the differences between
different means of transport and
values their usefulness.
Cities, towns and villages.
Means of transport.

surroundings: cities, towns and villages.
Identify the most common means of transport.
12
KEY
PAGES
COMPETENCES
MST,SOC,LIN
35-38
SOC,LTL,AUT
35-37,
41,45
SOC,LTL,AUT
41,43
SOC.LTL,AUT
36,37,41
SOC, LIN
39
SOC,AUT
38-40
SOC
42,43
CONTENT

different sources.

projects, showing independence
and initiative in order to achieve
EVALUATION CRITERIA
LEARNING STANDARDS

different sources.


recognising merit in others ideas and
responding to situations with intuition, an open
mind and flexibility.

13
Classifies different means of transport

that exist in their close surroundings
and differentiates between transport
of people and goods.
KEY
PAGES
COMPETENCES
SOC
42,43
MST,LIN,LTL
44,45

LTL
44,45
LTL,LIN
44,45

LTL,SOC
35,44,45

LTL,SOC
45

LTL,SOC
45

AUT,LTL
44,45
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
objectives.

structuring the information
received. Reading techniques for
Social Science publications.

both individually and as a group, involving
search, selection and organisation of texts of a
social, geographical or historical nature, while
showing autonomy and collaborative skills.
Identify some of their rights and obligations in
the context of their city, town or village.
14

good condition.
historical nature.
Identifies some of their rights and
obligations in the context of their city,
town or village.
KEY
PAGES
COMPETENCES
AUT,LTL
44,45
LTL,SOC
44
SOC,AUT,
34-45
SOC
35,36,45
UNIT SUMMARY
In this unit your pupils will look outside their home and into the wider
community to notice the streets, facilities and features in the place that they
live. They will study the differences between cities, towns and villages and
how maps and addresses can help us find our way around.
In this unit your pupils will learn the importance of observing basic safety
rules in the street and how to behave responsibly when outside the home.
Throughout the unit, try to encourage pupils to think about:
How to be safe in the street.
How to keep streets clean.
How to behave correctly in the place where they live.
Pupils will also consider the different ways we travel on land, water and in
the air and how objects are transported.
Pupils will develop observation and map reading skills and will need
continuous recycling of the wide range of vocabulary in the unit.
Make a difference
This unit's Make a difference page focuses on how to behave responsibly as
citizens. Pupils will make a poster with advice on how to look after and keep
clean the place where they live.
15
UNIT 4 The world around us

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
PAGES
The natural environment:

observation of its principal
characteristics. Elements of the
landscape.
Identify the principal elements of the natural

environment, both near and far, based on
observation.
Describe orally the basic elements of

the natural environment.
Carries out observations of some
elements following advice from an
adult.
Collects and elaborates information
about certain aspects of their natural
environment, using images,
drawings, oral and written sources.
Observes and identifies specific
elements of the landscape:
mountain, plain, valley, etc.
Describes, simply, certain
characteristics of air and identifies it
as essential for life.
Explains what wind is.
MST,SOC
48-59
MST,SOC,LTL
49-59
MST,LTL,LIN,AUT
56-59
MST
49,51
MST,LIN
53
MST,LIN
53
Identifies and describes

meteorological phenomena such as
rain, snow, wind etc.
Observes certain atmospheric
phenomena and presents the
information simply.
MST,LIN
56-58
MST,LIN,LTL,AUT
57,58
Air and its characteristics:

essential for living things. Wind
Weather
Understand what air is, its basic characteristics

and the that it is essential for life. Understand
what wind is.
Describe the basic aspects of weather: cold,

heat, wet, dry. And differentiate between
them.
16
CONTENT
Water: essential for life.

Characteristics, states, uses and
responsible use of.
Natural and human elements of

landscapes.
Human use of the natural

environment.
Pollution and caring for the
natural environment.
EVALUATION CRITERIA
Recognise water as an essential ingredient of

life on Earth and value it is a essential and
scarce resource that needs to be used
responsibly.
Differentiate between natural and human

elements of their surroundings, beginning to
understand the human impact on the natural
environment.
Identify the elements and fundamental

resources of the natural environment and how
they are used by human beings.
Develop positive attitudes towards
environmental problems, valuing and caring
for their natural environment.
17
LEARNING STANDARDS
KEY COMPETENCES
PAGES
Collects weather information.
MST,LTL,AUT
58
Identifies water as an essential

element for life on Earth.
MST,SOC
54,55
Values water as a scarce resource

that needs to be consumed
responsibly.
Understands some of the places
water is found on Earth: seas, lakes,
rivers, etc.
Differentiates between natural and
man-made elements of the
environment and describes them
orally.
Identifies obvious human activity in
the near environment and describes
them orally.
Explains how human beings use
natural resources.
MST,SOC,LTL
55,59
MST
51,54
MST,LIN
49-52
MST,LIN,SOC
52
MST,SOC,LIN
53,55
Develops a positive attitude towards

environmental problems.
Understands the positive and
negative effects human have on the
natural environment and expresses,
simply, their opinion.
Identifies possible causes of air and
water pollution and understands the
importance of conserving them for
future generations.
SOC,LTL,AUT
59
MST,SOC,LTL,AUT,LIN 52,59
MST,SOC,LTL
59
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
PAGES
Introduction to scientific
knowledge and its application in
the Social Sciences. Collect
relevant information using
different sources (direct and
indirect).
different sources.

different sources.

MST,LIN,LTL
55-59


LTL
58,59
LTL,LIN
58,59

ideas and responding to situations
with intuition, an open mind and
flexibility.
LTL,SOC
49,59
Identifies and uses the correct code

of conduct for their environment.
LTL,SOC
59

and carrying out of simple actions
and shows initiative when taking
decisions.
AUT,LTL
58,59
AUT,LTL
58,59
With help, plan and manage

simple projects, showing
independence and initiative in
order to achieve objectives.

responding to situations with intuition, an
open mind and flexibility.
Develop creativity and initiative improving

their capacity to acquire information and ideas
and present innovative conclusions.
18
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
PAGES
LTL,SOC
58



good condition.
presentations both individually and
as part of a group, participating in
the search, selection and
organisation of texts of a
geographical, social and historical
nature.
SOC,AUT,
48-59
19
UNIT SUMMARY
In this unit your pupils will look further afield to what lies beyond the place
where they live. They will observe the different types of landscapes that
surround them and what features can be found in each.
In this unit pupils will consider the impact the natural world has on our lives
and how we must make sure we look after the environment and its natural
resources.
Pupils will consider the differences between natural and made-made

elements in their environment, and how natural elements such as water, are
essential to our daily lives.

What we can do to look after the environment.
How we can be careful with water.
How to behave when we are out and about.
Finally, pupils will go onto observe and understand the different types of
weather and how to interpret weather maps and symbols.
Make a difference
There is a lot of new vocabulary and concepts in this unit. Make sure you
review, recycle, and concept check as you progress through the unit, and
continually provide visual support and encouragement.
This unit's Make a difference page focuses on understanding the simple

things we can do in our immediate surroundings to look after the
environment.
The survey encourages pupils to be aware of their own environmental
behaviour as well as teaching them how to collect simple data.
20

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The street: characteristics and

elements.
Correct behaviour in the street and
road safety.

surroundings: the street.
Respect the basic rules of pedestrians and users
of public transport. Observe and recognise street
elements essential for a pedestrian.
Identifies and names the different

elements in the street.
Knows and respects the norms of road
safety and uses them as a pedestrian
and as a user of different means of
transport.
Identifies and interprets the traffic
signs necessary to ensure safety when
walking in the street: traffic lights,
pedestrian crossing, etc.

different sources.

different sources.


21
KEY
PAGES
COMPETENCES
MST,SOC,LIN
62,63
SOC,LTL,AUT
62,63
SOC.LTL,AUT
62,63
MST,LIN,LTL
62,63

LTL
62,63
LTL,LIN
62,63

LTL,SOC
62,63
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

projects, showing independence
and initiative in order to achieve
objectives.



Identify some of their rights and obligations in
the context of their city, town or village.
22
KEY
PAGES
COMPETENCES
LTL,SOC
62,63

LTL,SOC
62,63

good condition.
historical nature.
Identifies some of their rights and
obligations in the context of their city,
town or village.
AUT,LTL
62,63
AUT,LTL
62,63
LTL,SOC
62,63
SOC,AUT,
62,63
SOC
62,63
UNIT 5 The Sun and the Moon

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Earth, the Moon, The Sun and

the stars. Day and night.
Observe and understand some characteristics

of the Earth, the Sun, the Moon and the stars,
describing certain everyday phenomena such as
day and night.
Identifies some aspects of the Sun

and understands its importance for
life on Earth.
Locates and recognises in images
different heavenly bodies such as the
Earth, the Moon, the Sun, planets and
stars.
Differentiates the different parts of
the day and describes what happens
in each of them.
Observes certain elements like day
and night and explains orally why they
happen.
Identifies the shape of the Earth.
The seasons.
Understand the reason why there are seasons.
23
Begins to understand the concept of

the cardinal points and can identify
the difference between land and sea
on a map or globe.
Knows the months of the year and the
seasons they make up.
KEY
PAGES
COMPETENCES
MST,SOC
67-70
MST
68,69
MST,SOC,LIN
68,71,74,75
MST,LIN
68,71,74,75
MST
71
MST
71
MST
70
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Introduction to scientific
knowledge and its application in
the Social Sciences. Collect
relevant information using
different sources (direct and
indirect).
different sources.

different sources.



LTL
74,75
LTL,LIN
74,75

ideas and responding to situations
with intuition, an open mind and
flexibility.
LTL,SOC
67,74

constructively in daily life and
develops strategies for conflict
resolution.
LTL,SOC
75

LTL,SOC
75

AUT,LTL
74
With help, plan and manage

simple projects, showing
independence and initiative in


24
KEY
PAGES
COMPETENCES
MST,LIN,LTL
74,75
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
order to achieve objectives.


25

shows initiative when taking
decisions.
good condition.
historical nature.
KEY
PAGES
COMPETENCES
AUT,LTL
74
LTL,SOC
74
SOC,AUT,
66-75
This unit's Make a difference page focuses on understanding that we do

different activities during the day and at night.
UNIT SUMMARY
In this unit your pupils will talk about what we see in the sky and learn some
essential characteristics of the Sun and Moon. They will understand that the
Earth moves around the Sun and that the moon moves around the Earth.
Pupils will talk about the seasons and will understand why we have day and
night. They will consider how our activities are different depending on the
time of day.
Pupils will make colourful sun and moon mobiles with pictures to illustrate
how the Sun and moon influence the type of activities we do.
Practical demonstrations, visual support will help pupils understand how the
Earth and moon rotate and how we have day and night. Make sure you
concept check as you progress through the unit, and continually recycle new
language.

In this unit, encourage pupils to think about what we get from the Sun (heat
and light) and how this is important for all living things. Throughout the unit,
try to encourage pupils to think about:
How to protect ourselves in the sun.
Why it is important not to look directly at the sun.
How light influences our activities.
Make a difference
26
UNIT 6 Time
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Time. Basic notions:

Begin the reconstruction of memories of
before,after,past,present,future,duration. the recent past, from family sources.
Units of measurement: day, week, month

and year.
Order family events using simple

observation methods and units of
measurement (day, week, month, year.)
27
Investigates, with help, certain

events in the history of their
family and collects simple facts
connected to their family.
With help, produces a simple
family tree of their own family.
Organizes the history of their
family through a photo album.
Uses oral sources and
information from objects and
family memories to reconstruct
the past.
Orders chronologically certain
events of their personal life,
using basic units of
measurement: hour, day, week,
year.
Classifies different images
according to different notions
such as before, now, after.
Orders activities according to
notions of time such as before,
after.
KEY
PAGES
COMPETENCES
SOC,CUL
79-81,86
SOC,LTL,AUT
81
SOC,LTL
80
SOC,CUL,LTL
81,86
SOC,LTL
80,83-86
SOC,CUL,LTL
80,82,86,87
SOC,LTL
83
CONTENT
Days of the week. Months and seasons of

the year.
Events in the past and the present.
EVALUATION CRITERIA
LEARNING STANDARDS
Use the calendar to represent the passage

of time and locate important days or
dates.
Sequence events applying the basic units

of measurement and express some
examples of how things change over time.
28
Establishes a chronology based

on family relationships and the
age of each member and
identifies the concepts of past,
present and future.
Locates and places important
dates in the calendar.
Knows the days of the week and
understands yesterday and
tomorrow.
Knows the months of the year,
can place them in the calendar
and knows what comes before
and after.
Differentiates the seasons of the
year and explains orally their
characteristics.
Locates on a simple time-line
their own personal history from
birth until today.
Uses basic notions of time
(before, after, at the beginning,
at the end) to tell events of their
daily life in chronological order.
Understands how things change
with time.
KEY
PAGES
COMPETENCES
SOC,LTL
80,81,86
SOC,LTL
85
SOC,LTL
84
SOC,LTL
85
SOC,LIN
85
SOC,LTL,CUL
86
SOC,LTL,LIN
86
SOC,CUL
82
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Historical sources.
Identify historical events through objects.
Understands the past through

historical sources in their close
environment.
Identifies events in the past and
the present and their relation to
their lives.
information, analysing it and
drawing conclusions. Reflects on
the process followed and reports
on it orally.
responsible and effective
manner.
Develops a cooperative and
adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
Introduction to scientific knowledge and

its application in the Social Sciences.
Collect relevant information using
different sources (direct and indirect).
Obtain specific and relevant information,

using different sources.
Develop strategies to organise, memorise

and remember information obtained
through different methods and from
different sources.
Develop a capacity for hard work and

show perseverance while studying.
Develop a cooperative and adaptive

attitude, recognising merit in others ideas
and responding to situations with

resolution.
29
KEY
PAGES
COMPETENCES
SOC,CUL,LTL
79,80,82,86,87
SOC,CUL
82
MST,LIN,LTL
78-80,86,87
LTL
86,87
LTL,LIN
86,67
LTL,SOC
79,87
LTL,SOC
79
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Identifies and uses the correct
code of conduct for their
environment.

initiative in order to achieve objectives.

their capacity to acquire information and
ideas and present innovative conclusions.

information received. Reading techniques
for Social Science publications.
Employ techniques appropriate to

intellectual tasks; produce work and make
presentations both individually and as a
group, involving search, selection and
organisation of texts of a social,
geographical or historical nature, while
30

Shows independence in the
planning and carrying out of
simple actions and shows
Uses the materials in a suitable
and careful way thereby keeping
them in good condition.
presentations both individually
and as part of a group,
participating in the search,
selection and organisation of
texts of a geographical, social
and historical nature.
KEY
PAGES
COMPETENCES
LTL,SOC
79
AUT,LTL
86,67
AUT,LTL
86
LTL,SOC
86
SOC,AUT,
66-75
UNIT SUMMARY
In this unit your pupils will study different aspects of time. They will extend
their knowledge and understand how we measure time in minutes, days,
months and years. They will also consider how places, people and things
change over time. The unit touches on the importance of things from the
past and the value of a family tree that allows us to know who our older
family members are.
In this unit pupils will consider the value of learning things from our
grandparents and the importance of things from the past.
Why the past is important.
What we can learn from older members of our family.
How we can stay in touch with family members.
Most pupils will be familiar with the vocabulary of days, months, and names
of family members but will need support reading and writing and
understanding the concept of change, progress and growth over time.
Make a difference
This unit's Make a difference page focuses on appreciating and valuing
things from the past. It aims to show how the past, present and future are
connected by encouraging pupils to make a time capsule with things that
are special to them now and which they will view again at a future date.
Make sure you review, recycle, and concept check as you progress through
the unit, and continually provide visual support and encouragement.
31

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Time. Basic notions:

Begin the reconstruction of memories of
before,after,past,present,future,duration. the recent past, from family sources.
Units of measurement: day, week, month

and year.
Order family events using simple

observation methods and units of
measurement (day, week, month, year.)
32
Investigates, with help, certain

events in the history of their
family and collects simple facts
connected to their family.
With help, produces a simple
family tree of their own family.
Organizes the history of their
family through a photo album.
Uses oral sources and
information from objects and
family memories to reconstruct
the past.
Orders chronologically certain
events of their personal life,
using basic units of
measurement: hour, day, week,
year.
Classifies different images
according to different notions
such as before, now, after.
Orders activities according to
notions of time such as before,
after.
KEY
PAGES
COMPETENCES
SOC,CUL
90,91
SOC,LTL,AUT
90,91
SOC,LTL
90,91
SOC,CUL,LTL
90,91
SOC,LTL
90,91
SOC,CUL,LTL
90,91
SOC,LTL
90,91
CONTENT
Days of the week. Months and seasons of

the year.
Events in the past and the present.
Historical sources.
EVALUATION CRITERIA
LEARNING STANDARDS
Use the calendar to represent the passage

of time and locate important days or
dates.
Sequence events applying the basic units
of measurement and express some
examples of how things change over time.
Identify historical events through objects.
33
Establishes a chronology based

on family relationships and the
age of each member and
identifies the concepts of past,
present and future.
Locates and places important
dates in the calendar.
Locates on a simple time-line
their own personal history from
birth until today.
Uses basic notions of time
(before, after, at the beginning,
at the end) to tell events of their
daily life in chronological order.
Understands how things change
with time.
Understands the past through
historical sources in their close
environment.
Identifies events in the past and
the present and their relation to
their lives.
KEY
PAGES
COMPETENCES
SOC,LTL
90,91
SOC,LTL
90,91
SOC,LTL,CUL
90,91
SOC,LTL,LIN
90,91
SOC,CUL
90,91
SOC,CUL,LTL
90,91
SOC,CUL
90,91
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Introduction to scientific knowledge and

its application in the Social Sciences.
Collect relevant information using
different sources (direct and indirect).
Obtain specific and relevant information,

using different sources.
Develop strategies to organise, memorise

and remember information obtained
through different methods and from
different sources.
Develop a capacity for hard work and

show perseverance while studying.
Develop a cooperative and adaptive

attitude, recognising merit in others ideas
and responding to situations with

information, analysing it and
drawing conclusions. Reflects on
the process followed and reports
on it orally.
responsible and effective
manner.
Develops a cooperative and
adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
34
KEY
PAGES
COMPETENCES
MST,LIN,LTL
90,91
LTL
90,91
LTL,LIN
90,91
LTL,SOC
90,91

resolution.
LTL,SOC
90,91
Identifies and uses the correct

code of conduct for their
environment.
LTL,SOC
90,91
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

initiative in order to achieve objectives.

their capacity to acquire information and
ideas and present innovative conclusions.

Shows independence in the
planning and carrying out of
simple actions and shows
Uses the materials in a suitable
and careful way thereby keeping
them in good condition.
presentations both individually
and as part of a group,
participating in the search,
selection and organisation of
texts of a geographical, social
and historical nature.

information received. Reading techniques
for Social Science publications.
Employ techniques appropriate to

intellectual tasks; produce work and make
presentations both individually and as a
group, involving search, selection and
organisation of texts of a social,
geographical or historical nature, while
35
KEY
PAGES
COMPETENCES
AUT,LTL
90,91
AUT,LTL
90,91
LTL,SOC
90,91
SOC,AUT,
90,91

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Teaching programme ByME Social Science 1

Area: Ciencias Sociales (English)

Stage: Primary Education

Teaching programme ByME Social Science 1

School. Organisation, the class,

Understand the basic roles and responsibilities of

Identifies the members of the

Introduction to scientific knowledge

Obtain specific and relevant information, using

Develop a capacity for hard work and show

Performs academic tasks in a

Teaching programme ByME Social Science 1

Develop a cooperative and adaptive attitude,

Develops a cooperative and adaptive

Correct use of different materials.

Use the materials in a suitable way.

Recognise belonging to different social groups

Participates effectively and

Identifies and uses the correct code of

Uses the materials in a suitable and

Respects their classmates and the

Teaching programme ByME Social Science 1

Techniques for Intellectual work.

Employ techniques appropriate to intellectual

Conflict resolution strategies: use of

Recognise cooperation and dialogue as a way to

Produces work and makes

Teaching programme ByME Social Science 1

VALUES AND ATTITUDES

Teaching programme ByME Social Science 1

The family. Family types and

Recognise the basic family relationships. Express

Identifies family relationships and

Introduction to scientific knowledge

Understand the social organisation of their close

Obtain specific and relevant information, using

Develop a capacity for hard work and show

Understands belonging to a family with

Performs academic tasks in a

Teaching programme ByME Social Science 1

Use of different text types and

Develop a cooperative and adaptive attitude,

Obtains, analyses and adapts the information

Develops a cooperative and adaptive

Participates effectively and

Identifies and uses the correct code of

Analyses information related to the

Teaching programme ByME Social Science 1

Techniques for Intellectual work.

Employ techniques appropriate to intellectual

Produces work and makes

Identify rights and obligations in the context of

Identifies their rights and obligations in

Teaching programme ByME Social Science 1

VALUES AND ATTITUDES

What we can do to help out at home.

Teaching programme ByME Social Science 1

TERM 1 Work together

Recognise cooperation and dialogue as a way to

Introduction to scientific knowledge

Obtain specific and relevant information, using

Values cooperation and dialogue as a way

Develop a capacity for hard work and show

Performs academic tasks in a responsible